Civil Rights Unit Plan

8/6/2019 Civil Rights Unit Plan

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Civil Rights Unit Plan

Deana Strantz

Education 352

Professor Schilling


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CONTENTS PAGE

A. Textbook Information/ Course InformationB. Philosophy of Reading in my content areaC. Readability TestD. Trade BooksE. Lesson plan to activate prior knowledgeF. Lesson plan to introduce new vocabularyG. Lesson plan modified for ADDH. Lesson plan modified for Learning DisabilitiesI. Lesson plan modified for Gifted and TalentedJ. Lesson plan modified for Behavior DisordersK. Lesson plan modified for AutismL. Lesson plan modified for Mental RetardationM.Lesson plan modified for Sensory ImpairmentN. Unit test and modified testO. Reflection Paper


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B. PHILOSOPHY OF READING IN THE CONTENT

STANDARDS:

USH.2.7 Describe and analyze the lasting effect of "separate but equal" established by the U.S.

Supreme Court in Plessey v. Ferguson (1896).

USH.6.2 Summarize the early struggle for civil rights and identify events and people associated

with this struggle.

USH.6.3 Describe the constitutional significance and lasting effects of the United States

Supreme Court case Brown v. Board of Education.

USH.7.1 Explain the civil rights movement of the 1960s and 1970s by describing the ideas and

actions of federal and state leaders, grassroots movements, and central organizations that were

active in the movement.

USH.7.2 Read Reverend Martin Luther King, Jr.'s "I Have a Dream" speech (1963) and "Letter

from Birmingham Jail" (1963) and summarize the main ideas in each.

USH.7.3 Identify and describe federal programs, policies and legal rulings designed to improve

the lives of Americans during the 1960s

USH.9.3 Investigate and interpret multiple causation in historical actions and analyze cause-and-

effect relationships.

USH.9.4 Explain issues and problems of the past by analyzing the interests and viewpoints of

those involved.


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IMPOARTANCE:

This unit is very important because this moment in history had a huge impact on the lives of all

Americans, white and African American. It was during this time that Americans had to really

start excepting the idea that all people are created equal. It is because of the civil rights

movements that people of all color are allowed to go to the same school together, sit in the sameclassroom, and even use the same bathrooms. During this period we see some of the greatest

conflicts solved with non-violence from ordinary men and women. This just proves that even the

simplest acts can have a huge impact on the world.

PHILOSOPHY:

My philosophy of reading in social studies is that it is very necessary to truly understand history.

We live in a culture where history is written down; unlike in pervious time periods where history

was passed down from oral stories. Only through reading history can we truly get a true

understanding of what life was like for all our ancestors. Reading allows a student to really graspan idea that another has said and then think about how that has affected them in this time period.

Only through reading can we read historical documents written by so many important figures in

history. Reading is what is keeping our history alive to so many individuals in our world.

I personally think there is nothing more exciting as reading a document that was written from a

person of the time period I am studying. That is why I think it will be very important for my

students to read actual accounts of African Americans who had to go through the trials of

segregation. It will be important for my students to not only hear, but also read the famous

speech from Martin Luther King Jr., I Have a Dream. Only then will they be able to analyze

and really discover the significance of that speech. Only through books and reading can ourhistory live on because technology can fail, but books can live on forever.


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C. READABILITY TEST

Excerpt 1

Members of the Roman Catholic Church faced harsh discrimination in the early 1800s. Many

Protestants believed that Catholics would choose loyalty to the pope over loyalty to the UnitedStates. In addition, many Catholics were poor Irish immigrants who arrived in large numbers in

the 1840s. Other workers resented the Irish because they were willing to work for extremely low

wages. In Philadelphia, anti-Catholic feelings led to a violent riot in which Catholic worshipers

were attacked and their church burned to the ground. Jewish people also faced discrimination. In

the 1840s, a large number of Jewish immigrants came to America

Sentence length: 6.67 sentences

Number of syllables: 181 syllables

Excerpt 2

Money issues were another matter. The United States insisted that Britain and France repay their

huge war debts to the United States. For this to happen, though, Germany had to make the

reparation payments to Britain and France imposed by the Treaty of Versailles. The complex

financial issue threatened to undermine the international economy. Some statesmen suggested

reducing or even canceling both war debts and reparations. But the frugal Coolidge insisted that

a debt was a debt and had to be paid. In 1924, an agreement known as the Dawes Plan arranged

U.S. loans to Germany. By enabling Germany to



Except 3

Shortly after the investigation at Love Canal, an accident occurred in the nuclear energy industry.

On March 28, 1979, the core of the nuclear reactor at Three Mile Island outside Harrisburg,

Pennsylvania, began to melt after the reactor malfunctioned. When the plant threatened to release

radioactive gas, the governor declared a state of emergency and shut it down. To reassure the

public that plant managers had contained the accident, President Jimmy Carter and his wife

traveled to Three Mile Island and toured the reactor. Even though the incident was contained andthere proved to be no health risks, in had




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D. ANNOTATED LIST OF TRADE BOOKS FOR SOCIAL STUDIES

Beals, M. (2007). Warriors don't cry: The searing memoir of the battle to integrate Little Rock's

Central High. New York: Simon Pulse.

Warriors Dont Cry is a young adult book about the Little Rock Central High instance. MelbaPattilo is a sixteen old girl who is chosen to be one of the Little Rock Nine. During her time at

the high school, she is taunted by her schoolmates and their parents, threatened by a lynch mobs

rope, attacked with lighted sticks of dynamite and injured be acid sprayed in her eyes. Eventhough she was treated with horror, she never backed down and always acted with dignity. This

would be a great book to use to show what life was like for a black student during the civil rights

movement. This book would really help open the eyes of some of my students and help them

understand how serious the Little Rock instance was.

Blake, J. (2004). Children of the movement: The sons and daughters of Martin Luther King, Jr.,Malcolm X, Elijah Muhammad, George Wallace, Andrew Young, Julian Bond, Stokely

Carmichael, Bob Moses, James Chaney, Elaine Brown, and others reveal how the civil

rights movement tested and transformed their families. Chicago: Lawrence Hill Books.

This book consists of the 24 memoirs of the adult children during the Civil Rights Movement.

These memoirs show how some families were pulled apart by the horrors of the struggle or

brought together by their efforts to change America. These stories are told be the sons and

daughters of Martin Luther King, Jr., Malcolm X, George Wallace, and many others. This book

is an excellent book because it is full of true stories. Also it shows you some of the struggles that

family members had to endure because of the actions of their parents, which is something that

some of my students probably could relate too.

Johnson, A., & Velasquez, E. (2005).A sweet smell of roses. New York: Simon & Schuster

Books for Young Readers.

A Sweet Smell of Roses is a childrens book. It is about two sisters who sneak out of their house

to go watch and join the March of Washington. It shows the courage and participation thatcountless children and young adults took during the civil rights movement. This book is good

because it is at a very low level reading level which means this would be a fast and easy book to

read. This would even be a great book to read to the class as a whole because it is short enoughthat it would not take up much time.


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Bausum, A. (2006). Freedom riders: John Lewis and Jim Zwerg on the front lines of the civil

rights movement. Washington, D.C.: National Geographic.

Freedom Riders is a young adult book that deals with the lives of two individuals, John Lewis an

African American and Jim Zwerg a white. This book explores how in 1961 John and Jim take

place in a Freedom Ride. It explores how they were both treated for participating in thesemovements and also how they were criticized for having a friend of a different race. This book is

good because it give my students another example of protests that people used during the civilrights movement. Also this book captures both the black and the white perspectives of the

Freedom Rides, which allows my students to compare and contrast whites experience with an

African Americans experience.

Lyon, D. (1992).Memories of the southern civil rights movement. The Lyndhurst series on theSouth. Chapel Hill: Published for the Center for Documentary Studies, Duke University,

by the University of North Carolina Press.

Memories of the Southern Civil Rights Movementis basically a picture and document book of theCivil Rights Movement. In this book the author tells the story of the Civil Rights Movements in

pictures of both whites and African Americans and how they participated in one of the greatestnonviolence movements in America. This book would be excellent for my students who are very

visual learners. They would really be able to understand and comprehend the impact that the

Civil Rights Movement with pictures instead of words.

Trade books can enhance my classrooms content because they can offer enrichment for those

students who are interested in pursuing a topic more in-dept. Also they will help to make sure

that learning can take place outside of the classroom and the textbook. Trade books can also be

used within the classroom to break up the routine and gives them some excellent primary sources

in history. Trade books can also be used to draw students into a topic by building on their

interests. For example, if a student really likes novels they would very much enjoy reading the

book Warriors Dont Cry because if give information about the Civil Rights Movement, but does

it in more of a chapter book sort of feel. Also students who are really into photography would

really enjoy the Memories of the Southern Civil Rights Movement because it tells a story with

mainly pictures instead of words.


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E. LESSON PLAN TO ACTIVATE PRIOR KNOWLEDGE

Manchester College

Education Department/Lesson Plan Format

Lesson By: Deana Strantz

Lesson: What life was like before the Civil Rights Movement! Approx. length: 40 min

Age or Grade Intended: U.S. History 11th grade

Academic (IN State) Standards: USH.2.7 Describe and analyze the lasting effect of "separate

but equal" established by the U.S. Supreme Court in Plessey v. Ferguson (1896).

Performance Objectives: The students will create a list of five ways lives were different forAfrican Americans than whites after the Plessey v. Ferguson case on a sheet of paper with 80%

accuracy.

Then the students will fill out a worksheet on important points in section one using their textbook

with 90% accuracy.

Assessment: After the students have made their list of five they will have the opportunity to

work with a partner to pick out their five eight. Then they will need to present those five

different ways to the rest of the class until every group has gone. During this time we will have a

mini discussion on how they would have felt if they had been in the African Americans situation.

Then the students will have time to work on the worksheet and will bring it for next class period

where I will review their answers and make sure they understand the key points in Chapter 18

Section One.

Advanced Preparation by Teacher: I will need to make sure that I have a list of possible

answers for the ways African Americans lives where different from whites after the Plessey v.

Ferguson case. Also come up with some interesting questions I could ask during the mini class

discussion. Lastly I will need to create and make copies of the take home worksheet over section

one in chapter 18.

Procedure:

Introduction: Hello class, today we are going to take a walk back into the late 1940s

and early 1950s. What do you think it would have been like to be an African American during

this period? To answer that question you would not have the type of rights that you have now

because in 1896 the Supreme Court said that separate but equal facilities were fine. This case


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was known as the Plessy v. Ferguson case. The facts are though that African Americans did not

have equal rights.

Step-by-step:

1. Ask the students to take out a sheet of paper and pencil.2. Ask the students to create the list of five ways (see possible answers attached).3. Have students break into pairs. Have them discuss and compare their answers and

decide their best five out of their answers (M.I. Interpersonal).

4. Ask students to then read their best five out loud to the class (M.I. Verbal/Linguistic).

5. Bring students back together as a class and have a mini discussion about what theyhave shared (M.I. Verbal/ Linguistic).

6.

Collect papers to review work.7. Hand out the worksheet. (See attached worksheet with Bloom labels and answers).

Ask them to start filling out the worksheet if time is left in class and then have them

bring it to next class period filled out.

Closure: Today we have learned a little about what life was like for African Americans

before the Civil Rights Movement. We will now learn about what people did to try and

stop this lack of equal rights for African Americans. This is important because this was

one of the first times in history where dramatic changes were made without warfare. The

Civil Rights Movement was a huge movement that changed so many things and it was

done with peaceful protests and marches. I want you to keep this in mind because yourgeneration might someday have to protest for the rights of others.

Adaptations/Enrichment:

Working in groups to review their list will be beneficial to students with learning disabilities

because they can learn from their peers and find answers they may have not thought of.

Students with autism will benefit because working in pairs will help them work on their social

skills.

Gifted and talented students could maybe think of other minority groups that were affected by

the Plessy v. Ferguson and see if their lives were also benefited by the Civil Rights Movement

and present their findings to the class.

Self Reflection:

Were the students able to keep on task when writing out their list of five and working in pairs?

Did the students enjoy the mini discussion or where most bored and did not participate?


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Was the timing okay?

What went well?

What would I change next time, and would I consider doing this lesson again?


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Ways African Americans Lives were Different and Mini Discussion

Questions

1.

They had to use different water fountains.2. They had to use different bathrooms.3. They were not allowed to eat in certain restaurants.4. They had to sit in the back of the bus.5. They were not allowed to go to the same school has white children.6. They had separate hospitals.7. They had separate beaches.8. They had separate cemeteries.9. They were not allowed to use the same library10.They had separate housing neighborhoods

Why were African Americans less willing to accept this segregation after World War II?

Do you think that the Civil Rights Movement would have happened had WWII not?

How would you have felt if you had been a white person during this time in history?


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Chapter 18 Section One Worksheet

1. What is the difference between de jure segregation and de facto segregation?

2. In 1947, __________________ became the first African American to play majorleague baseball.

3. Name five states where segregation was a requirement in the United States.

4. By the end of WWII, ___________ had become the largest and most powerful civilrights organization in the nation.

5. Who was Thurgood Marshall?

6. What was Brown v. Board of Education and why was it important?

7. Who was President of the United States during the Little Rock crisis?

8. What important event happened on December 1, 1955?


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9. Who had inspired Martin Luther King Jr. philosophy of nonviolence? Please nametwo.


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Chapter 18 Section One Worksheet Key

1. What is the difference between de jure segregation and de facto segregation?De jure segregation is segregation imposed by law. De facto segregation is

segregation by unwritten custom or tradition.

2. In 1947, __Jackie Robinson__ became the first African American to play majorleague baseball. (Bloom: Knowledge)

3. Name five states where segregation was a requirement in the United States. (Bloom:Knowledge)

Texas, Oklahoma, Arkansas, Missouri, Louisiana, Mississippi, Tennessee,

Kentucky, Alabama, Georgia, Florida, West Virginia, Virginia, Delaware,

Maryland, North Carolina, South Carolina

4. By the end of WWII, __NAACP__ had become the largest and most powerful civilrights organization in the nation. (Bloom: Knowledge)

5. Who was Thurgood Marshall? (Bloom: Knowledge)Thurgood Marshall was a member of the NAACP and he was one of the lawyers

who fought and won the case ofBrown v. Board of Education. From 1965 to 1991

he was a Justice of the Supreme Court.

6. What wasBrown v. Board of Education? (Bloom: Knowledge) Why was itimportant? (Bloom:

Brown v. Board of Education was the court case that decided that public schools

could no longer separate whites and African Americans. The school system had to

now provide equal education to all races.

It was important because it was so controversial among Americans because it

touched so many of them. Also this was one of the first rights that African

Americans had gained so this showed some of the first real progress.

7. Who was President of the United States during the Little Rock crisis? (Bloom:Knowledge)

President Eisenhower


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8. What important event happened on December 1, 1955? (Bloom: Knowledge)Rosa Parks had refused to give up her seat to a white man. This kickd off the

Montgomery Bus Boycott.

9. Who had inspired Martin Luther King Jr. philosophy of nonviolence? Please nametwo. ( Bloom: Knowledge)

The Teaching of Jesus Christ, Thoreaus Essay on Civil Disobedience, Gandhis

tactics


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The Civil Rights Movement Anticipation Guide

Before Unit After Unit

True False True False1. Brown v. Board of Education ruledthat segregation was constitutional

as long as facilities for blacks and

whites were separate by equal

2. Jackie Robinson was the firstAfrican American to play major

league baseball

3. Dr. Martin Luther King Jr.sphilosophy revolved around

nonviolence4. Malcolm X and Dr. King had the

same ideas about how to stop

discrimination

5. Thurgood Marshall was a leader inthe NAACP

6. The Black Panther Party was amilitant group advocating armed

confrontation

7. Dr. Kings speech, I Have aDream was given in WashingtonState University

8. Freedom Rides were bus ridesthat African Americans did to try

and desegregate the bus

transportation system

9. African Americans were allowed toswim in the same beaches as white

people

10.In some states segregation was arequirement by law


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F. LESSON PLAN TO INTRODUCE NEW VOCABULARY

Manchester College

Education Department/Lesson Plan Format


Lesson: Early Demands for Equality Approx. length: 80 minutes

Age or Grade Intended: U.S. History 11th grade

Academic (IN State) Standards: USH.6.2 Summarize the early struggle for civil rights and

identify events and people associated with this struggle.

USH.6.3 Describe the constitutional significance and lasting effects of the United StatesSupreme Court case Brown v. Board of Education.

USH.7.1 Explain the civil rights movement of the 1960s and 1970s by describing the ideas

and actions of federal and state leaders, grassroots movements, and central organizations

that were active in the movement.

USH.9.4 Explain issues and problems of the past by analyzing the interests and viewpoints

of those involved.

Performance Objectives: The students will listen to the lecture and take notes during the power

point presentation that the teacher will present.

The students will watch the movie Mighty Times and during the film fill out the teacher-created

worksheet during the movie with 90% accuracy.

Students will fill out the vocabulary chart, created by the teacher, during the course of the unit

with 100% accuracy.

Assessment: During the lecture I will ask questions and opinions from the students to make sure

they are paying attention. After the movie is done, the students will need to turn in the worksheetover the movie and I will grade it to make sure they have completed it with 90% accuracy. Lastly

the vocabulary chart will be turned in before they take the test on the last day of the unit and I

will grade the chart.

Advanced Preparation by Teacher: I will need to create the power point for the lecture on

section one from chapter 18. Also I will have to watch the video Mighty Times before the


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students and create a worksheet from watching the movie and make sure I print them out for my

students. Lastly I will need to go through chapter 18 and create the vocabulary chart for that

chapter and print out copies for all my students.

Procedure:

Introduction: By a raise of hands: How many of you have heard about the Supreme

Court CaseBrown v. Board of Education? How many of you have heard about a man named

Thurgood Marshall? Lastly who knows what the Montgomery Bus Boycott is? All of these

events and people are just a few of the things that got the ball rolling for the Civil Rights

Movement. If it were not for these amazing people and events, there might never have been a

Civil Rights Movement, or at least a peaceful one. Today I am going to give a short lecture about

some of these people and events and I want all of you to take good notes because the information

will be on your test. After the lecture we are going to watch a film about Rosa Park and her

major role in the Civil Rights Movement and how she is known today as the Mother of the Civil

Rights Movement.

Step-by-step:

1. Have the power point presentation up and running. (See attached power point)2. Have the students get out paper and pencil to write down notes from the

lecture.

3. Present the lecture using the power point and I will make sure that questionsare asked so that students are paying attention (M.I Verbal/ Linguistic).

4. During the lecture the students will be taking notes on the material presented.5.

After the lecture, hand out the worksheet on the movie and have them lookover it while I get the movie ready.

6. Before I start the movie ask the students if they have any questions over theworksheet (M.I. Verbal/Linguistic).

7. Start the movie, during this time the students should fill out their worksheetand I will make sure that they all are paying attention by being very observant.

8. After the movie, ask if anyone has any questions about the movie (M.I.Verbal/Linguistic).

9. Collect the worksheets.10.Hand out the vocabulary chart worksheet.11.Explain the worksheet and then the remainder of the class they need to work

on it.


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Closure:

Today we have learned a lot about some of the important events and people who

got the Civil Rights Movement up and going. The video we watched showed us

especially how important Rosa Parks and Dr. Martin Luther King Jr. played their role in

the Civil Rights Movement. It is important to remember that these people were the back

bone of the Civil Rights Movement and if it were not for them African Americans might

not have the rights that they have today. Tomorrow we are going to learn more about the

protest that took place and the types of confrontations that the African Americans had to

deal with. I would like you to read section two of chapter 18 and do not forget to fill out

your vocabulary chart as you read.


Students with learning disabilities can be given a print out of my power point lecture. This willallow them to pay attention to my lecture without having to worry about getting the notes written

down in time.

During the movie, students with learning disabilities could work with a partner to help them fill

out the movie worksheet. Also they could be given a worksheet with fewer questions on it.

Using a vocabulary graphic organizer will help students with ADHD organize their thoughts on

paper.

Self Reflection:How smooth was the lecture I was giving? Did it seem to flow well or were certain areas

choppy?

Did the students have enough time to write down the notes during the lecture or was I going to

fast?

During the movie, were the students paying attention or were they talking to their friends or

sleeping?

Were most of the students able to fill out the worksheet or was the movie going too fast for them

to understand and write down answers?

What was the students overall response to the lesson?


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Mighty Times Worksheet

Please fill out the questions, you do not need to write full sentences.

1. What did people call Rosa Parks?

2. Name some of the places that African Americans were not allowed to gointo.

3. What occupation did Rosa Parks have?

4. Who put Rosa Parks in charge of a youth group?

5. Describe what happened on December 1st, 1955?

6. One December 4th 1955 what did Rev. Robert Gratez tell his congregationto do?


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7. How long did Rosa Parks trial last and what was she guilty for?

8. What was mailed to the people of Montgomery, Alabama from all over theUnited States?

9. Who was the voice of the one black radio program in Montgomery Alabama?

10.What are Rolling Churches?

11.What did Martin Luther King Jr. tell people after his house had beenbombed?

12.How many days did the Montgomery Bus Boycott last?


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13.In your opinion, do you think that eventually there would have been aMontgomery Bus Boycott if Rosa Parks had given up her sit that day on the

bus?


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Mighty Times Worksheet

Please fill out the questions, you do not need to write full sentences.

1. What did people call Rosa Parks? ( Blooms Knowledge)The Mother of the Civil Rights Movement

2. Name some of the places that African Americans were not allowed to gointo. (Blooms Knowledge)

Parks, Zoos, In stores to try on cloths

3. What occupation did Rosa Parks have? (Blooms Knowledge)Seamstress

4. Who put Rosa Parks in charge of a youth group? (Blooms Knowledge)E.D. Nixon

5. Describe what happened on December 1st, 1955? ( Blooms Knowledge)Rosa Parks sat down in the colored section of the bus. A white man was

standing so the bus driver when back and asked the four black people to move

so that he could sit there. Rosa refused to move. The bus driver called the

police and she was then arrested by the police and taken to jail.

6. One December 4th 1955 what did Rev. Robert Gratez tell his congregationto do? (Blooms Knowledge)

Stay off the buses


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7. How long did Rosa Parks trial last and what was she guilty for? (Bloom sKnowledge)

Trail lasted for five minutes and she was guilty for disturbing the peace

8. What was mailed in to the people of Montgomery, Alabama from all over theUnited States? (Blooms Knowledge)

Shoes

9. Who was the voice of the one black radio program in Montgomery Alabama?(Blooms Knowledge)

Ace Anderson

10.What are Rolling Churches? (Blooms Knowledge)They were vehicles that were purchased by church congregations to help

drive people to and from work.

11.What did Martin Luther King Jr. tell people after his house had beenbombed? (Blooms Knowledge)

Please do not fight. Violence must not come from any of us

12.How many days did the Montgomery Bus Boycott last? (Blooms Knowledge)

381 days


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13.In your opinion, do you think that eventually there would have been aMontgomery Bus Boycott if Rosa Parks had given up her sit that day on the

bus? Why or why not? (Blooms Evaluation)There can be several answers to this question. Just make sure that the

student argues there point well.


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G. Lesson Plan Modified for ADHD

Manchester College

Education Department/ Lesson Plan Format


Lesson: Nonviolence the Road to Freedom

Approx. length: 45 minuets

Age or Grade Intended: U.S. History (11th Grade)

Academic (IN State) Standards: USH.6.2 Summarize the early struggle for civil rights and

identify events and people associated with this struggle.

USH.7.1 Explain the civil rights movement of the 1960s and 1970s by describing the ideasand actions of federal and state leaders, grassroots movements, and central organizations

that were active in the movement.

Performance Objectives: The students will write a half a page journal entry on the differences

between Rosa Parks and Dr. Martin Luther King Jr. take on nonviolence using the teacher

created worksheet as a guide with 100% participation.

The students will discuss their opinions on nonviolence with a partner, taking into consideration

the information they have learned in class, with 100% participation.

The students will create a poster, like organizations did during the civil rights movement, onnonviolence using the information they learned in class with 100% participation.

Assessment: The students will need to turn in their journal entries to the teacher and she will

review the entries and check for the requirements and participation. Then when the students have

broken into their pairs the teacher will go around with a class check list and check off the

students that are participating in the discussion on their opinions on nonviolence. Lastly the

students will present their posters to the class and then hang up there nonviolent posters in the

room where the teacher and look and check for full class participation.

Advanced Preparation by Teacher: The teacher will need to create and make copies on theworksheet that compares the nonviolence beliefs of Rosa Parks and Dr. Martin Luther King Jr.

Also the teacher will need to create and copy the journal entry worksheet. The teacher will need

to gather some poster and supplies for the poster activity. Also the teacher can also make her

own poster so that the students will have one to look at for an example.


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Procedure:

Introduction: Hello class, yesterday we watched a very important movie on the

importance that Rosa Parks and Martin Luther King Jr. had on the beginning of the Civil Rights

Movement. Today we are going to look at something that both Rosa Parks and Dr. King

strongly believed in more closely. What do you think that was? (Give students a chance toanswer and let them go or give them hints until they say nonviolence) (Blooms: Application)

Very good, nonviolence was very important to both Rosa Park and Dr. King, but they both

viewed nonviolence in a different way. Today we are going to explore those differences and you

are going to have a chance to talk about your own opinion on nonviolence.

Step-by-step:

1. Handout the nonviolence handout. Now, I am going to read to you the nonviolencehandout. Read the handout aloud to the students. Tell them that they can just sit and

listen or follow along with the handout. (M.I. Verbal/Linguistic)2. After you have read the handout, pass out the journal assignment (Bloom:Application).

3. Read the instructions out loud and then ask if the students have any questions.4. Explain to the students that they will have 15 minutes to do the assignment. Then set

the timer in the class so you know when 15 minutes is up.

5. As the students are writing their journal walk around the room and check to makesure they are staying on task and to answer questions they may have.

6. After the timer has gone off, indicating 15 minutes, have the students break up intopairs with someone not sitting next to them.

7. Tell them that they will have five minutes to discuss with their partner, What do youthink about nonviolence? (M.I. Interpersonal) (Bloom: Evaluation)

8. Set the timer for five minutes and tell them to begin. During this time the teachershould go around with her checklist and check off students that are participating in

the discussion.

9. After five minutes has gone by ask the students to return to their proper seats.10.Then explain the next activity, One of the methods of nonviolent action is displaying

banners, posters, and other forms of communication. Choose an issue that is

important to you. Design a banner or poster and then you will present it to the class

and hang it up in the room. You will have 15 minutes to create your poster. ( M. I.

Visual-Spatial)

11.At this time students will be allowed to get up and get a poster and any supplies theyneed to create their poster. As they do this, write the instructions you just read to them

on the board.

12.While they are creating their poster the teacher will need to walk around the room tomake sure they are staying on task.


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13.After they are done with their poster. Have all the students sit down and one by onehave the students stand up and present their poster to the class. (M. I. Verbal/

Linguistic)

14.During this time the teacher will check to make sure all students participated inmaking a poster.

Closure: Today we learned about nonviolence and the different stands that Rosa Parks

and Dr. King had on them. This is important because nonviolence will pay a major role in

the rest of the Civil Rights Movement. Today you created one type of nonviolence

protest, a banner. Tomorrow we are going to learn about other types of nonviolence

movements like sit-ins.


This lesson allows for students to get up a couple of times out of there sits to either dicuess or to

get supplies for their poster. This will help use up some energy.

I implemented the use of a timer during several parts of the lesson. This will add structure and let

students with ADHD know when we are moving on to the next part of the lesson.

I will also provide all of the students with the directions orally as well as in a handout. This will

help the students with ADHD self-monitor. It also details what they are expected to do in the

time that is given.

Also in regards to the journal entry I gave a checklist that will be used to evaluate the students

writing. This will help students with ADHD know exactly what they need to do to earn

completion.

Self Reflection:

Were the students able to stay on task when writing their journal entry?

Were the students participation in the sharing of their opinions on nonviolence?

Did presenting their posters in front of the class uncomfortable for anyone?

Did they have enough or too much time to complete the different tasks in the lesson?

Lesson Idea from:

Turck, M. (2000). The civil rights movement for kids: A history with 21 activities. Chicago, Ill:

Chicago Review Press


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NonviolenceRosa Parks vs. Dr. King

Mohandas (Mahatma) Gandhi (1869-1948) used nonviolent demonstrations

and nonviolent resistance to win Indias independence from Britain in 1947. Dr.

Martin Luther King, Jr. believed strongly in nonviolence. He led the Civil Rights

Movement in nonviolent direct action and nonviolent resistance to unjust laws. He

practiced personal nonviolence. If someone hit him, he did not strike back. He

taught his followers to meet violence with the power of love.

Rosa ParksWhile Rosa Parks agreed to the nonviolence tactics by Dr. King, she did not

believe so strongly in the principles of nonviolence. In her autobiography, Rosa

Parks: My Story, she wrote:

I was raised to be proud, and it had worked for me to stand up aggressively

for myself. On an individual level, nonviolence could be mistaken for cowardice.

However, with the entire African American population of Montgomery going the

nonviolent way, I saw that the tactic could be successful. To this day, I am not an

absolute supporter of nonviolence in all situations.

Dr. Martin Luther King Jr.These are adapted from the teaching of Dr. Martin Luther King, Jr.

1. Nonviolence resists evil and oppression.2. Nonviolence seeks to win the friendship and understand of the opponent-

not to humiliate or defeat the opponent.

3. Nonviolence attacks the forces of evil, not the persons doing the evil.4.

Nonviolence accepts suffering without retaliating.5. Nonviolence is based on love-and that includes loving ones opponents.

6. The person who practices nonviolence believes in the future and believesthat same day justice will triumph.


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Journal Entry

Dr. King believed in nonviolence as a moral principle. Rosa Parks believed

in nonviolence as a tactic that worked. Discuss the difference between

these two positions using the nonviolence handout. Write your answer in

your journal. You need to have a least a half a page entry.

Checklist Assessment Tool for Journal Entry

1. Did the student discuss the position that Rosa Park had?2. Did the student discuss the positions that Dr. King had?3. Did the student use examples from the nonviolence handout?4. Did the student at least have a half a page entry?


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H. LESSON PLAN MODIFIED FOR LEARNING DISABILITES

Manchester College



Lesson: Sit-ins Challenge Segregation

Approx. Length: 50 minutes


Academic (IN State) Standards: USH.7.1 Explain the civil rights movement of the 1960s

and 1970s by describing the ideas and actions of federal and state leaders, grassrootsmovements, and central organizations that were active in the movement.

USH.9.4 Explain issues and problems of the past by analyzing the interests and viewpoints

of those involved

Performance Objectives: The students will write a play about the sit-in protests in the civil

rights movement following the teachers example with 100% participation.

The students will perform their plays for the class and teacher with 100% participation.

The students will write a journal entry on the way they felt after they have all performed theirplays with 100 % participation.

Assessment: The students will turn in their play to the teacher where she will review it for

participation. Next while the students are acting out their play the teacher will have a check sheet

to mark off when students participate during the play. Lastly she will have them turn in their

journal entry to make sure they have fully grasped what people who participated in sit-ins might

have felt during those protests.

Advanced Preparation by Teacher: The teacher will need to create a PowerPoint about sit-ins

so that the students will learn what they are about before they write their plays. Next the teacher

will need to write a sample and make copies on a sit-in play so that the students have a model to

look at. Lastly the teacher will need to have a check list to check off participation from students

during the play.


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Procedure:

Introduction: Hello class, yesterday we learned a little bit about Dr. Martin Luther King

Jr. and Rosa Parks and their separate views they had on violence. Also we learned about a very

important act of nonviolence protest, banners. Today we are going to learn about sit-ins. Can

someone tell me what a sit-it is? (Blooms: Knowledge) Very good a sit-in was when AfricanAmericans would walk into an all white restaurant and would stay there until they got served or

until it closed. Today you are going to have an opportunity to write and act out your own sit-it.

Step-by-Step:

1. Have the students put everything else away except for their notes. During this time I willget the PowerPoint presentation up and running.

2. During the presentation I will ask question like What do you predict the effect that sit-ins will have on the civil rights movement? (Bloom: Analysis) What did the people who

participated in sit-ins hope to accomplish? (Bloom: Analysis) Why did college studentsdecide to participate in sit-ins? (Bloom: Comprehension) Do you think that you would

have participated in a sit-in during the Civil Rights Movement? (Bloom: Evaluation)

3. During the presentation the students are expected to take notes. (M.I. Linguistic)4. After the PowerPoint, have the students put their notes away. At this time break the

students into groups of five or seven.

5. Once they are broken into groups, hand out the teacher created sit-in play example.6. When they have the play example explain, This play re-creates the drama of a lunch

counter sit-in in the early 1960s in the segregated South. I want you all to create your

own play of a sit-in. Make sure that everyone has a part and participates because I will

have a check list to make sure you do. When you act out your play you will be able tosee, hear, and feel what happened in the sit-it. Remember that his play involves some

major emotional issues of racism and violence so I want you to take this very seriously.

(Bloom: Synthesis)

7. After the explanation the students will work on writing out their play. During this timethe teacher will walk around and be checking on the groups to make sure they are staying

on task. (M.I. Interpersonal)

8. After the students are done writing their plays they will have some time to practice. Atthis time the teacher will walk around to see if the students have any questions.

9. After the students are done practicing, all the students will return to their seats and theteacher will choose one group to go first.

10.The first group will go and during their play the teacher will have her check list andcheck off when the students are participating. (M.I. Bodily-kinesthetic)

11.After the first group goes the second group will go and so on until all the groups havegone.

12.Once all the students have gone the teacher will ask all the students to sit back down andget out a sheet of paper.


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13.Tell the students, Alright now you have a greater understanding about what thosecollege students had to go through during the sit-ins. I want you to write a journal entry

as if you were one of the African Americans participating in a sit-in. How did you feel?

Was there ever a time when you wanted to fight back? (Bloom: Evaluation) (M.I.

Intrapersonal)

Closure: Today we learned about another nonviolent protest that was used during the Civil

Rights Movement, sit-ins. I hope that when you performed your plays today that you really

got an idea on what those college students had to go through to make their point. Tomorrow

we are going to learn about another type of nonviolent movement, Freedom Rides.


I can make copies of the PowerPoint notes to give to students with learning disabilities who may

not be able to write or process information as quickly as others.

The groups they are getting in to create their plays will help with social skills as well as help

them complete the assignment with help from their peers.

The play example will help students with learning disabilities to have a good example to follow

so that they know what is expected from them.

I am trying to teach the concept of sit-ins in three different ways. The first way is with a

PowerPoint, the second is with writing and performing the play, and the third is with writing a

journal. Using three different activities should at least ensure that students with learning

disabilities have at least one way of learning.

Self Reflection:

Was there enough time for each activity?

Did the students like the play or did they think it was silly?

Did the groups work well with each other?

Did the students take the play seriously or did they joke around with it?

What should I change for next time?

Lesson Idea from:




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Lunch Counter Play

NARRATOR:

Our play is set in southern state in 1962. The Civil Rights Movement

has begun to challenge old laws and traditions that forcibly separate blackand white people. Among the leaders of the movement are young people, who

bravely put their bodies on the line in the struggle for justice.

DEMONSTRATOR:

Dear God, give us strength to challenge this unjust law. Give us

peaceful, loving hearts. Help us to love those who want to be our enemies.

Guide us in your way of peace and justice.

OTHER DEMONSTRATORS:

Amen

DEMONSTRATORS: Remember, no matter what they do, we are going to

stay nonviolent. Are we all agreed that we go to jail if it comes to that?

OTHER DEMONSTRATORS:

(speaking together)

Yes. Yes, thats right. Im ready.

DEMONSTRATOR:

Then lets go in.

(The young people enter and sit down at the lunch counter. The waitress

backs away as far as she can. She turns her back and looks over her shoulder,

as if hoping they will disappear.)

DEMONSTRATOR:

Excuse me, maam, Id like to order.

DEMONSTRATOR:

Could you bring me a cup of coffee, please?

WAITRESS

You know you all arent supposed to be here.


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DEMONSTRATOR:

We would just like to have a little something to eat.

WAITRESS:

We dont serve blacks here.

DEMONSTRATOR:

Could I see a menu, please?

WAITRESS:

Now, you all just get out. Just leave. I dont want any trouble.

DEMONSTRATOR:

I dont want any trouble either. I am a person, just like you. Id like a

cup of coffee, please.

WAITRESS:

Blacks are not allowed here. This lunch counter is only for whites. You

have to leave.

NARRATOR

The waitress is a little person, caught in the middle of a big struggle.

Whatever she personally thinks or feels, she is bound by the rules of the place

where she works. And she has grown up in a segregated country. She cantquite believe that these young people are challenging the way that things

have always been.

(Hecklers now enter the scene)

HECKLER:

Hey, kid, dont you know this is a white lunch counter?

HECKLER:Yeah, kid, get you black behind out of here!

DEMONSTRATOR:

I would just like to have a cup of coffee.

HECKLER:


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Oh, yeah? Well, you dont drink coffee here. You get on back to your

own side of town.

(HECKLER shoves DEMONSTRATOR)

HECKLER:

Get on out of here, before you find some real trouble.

(HECKLER pretends to punch DEMONSTRATOR in the head)

HECKLER:

Maybe you want some ketchup to go with your coffee?

(HECKLER picks up ketchup bottle and squirts ketchup on head and back of

DEMONSTRATOR)

WAITRESS:

Now, come on, you all. I dont want any trouble here.

HECKLER:

Seems like these blacks and blacks-lovers want trouble though.

(HECKLERS harass all the DEMONSTRATORS.)

WAITRESSCome on, you all. Please dont make trouble at my lunch counter. Ill

have to call the police.

HECKLER

You just do that. And while you do, well have a little fun with these

commie agitators.

(WAITRESS goes to telephone and calls police. HECKLERS begin to pull

DEMONSTRATOR off chair, kicking and punching him/her to the ground,while yelling insults. The DEMONSTRATORS say nothing. They sit quietly

at the lunch counter until thrown on the floor.)

WAITRESS

Stop! Youre hurting him! You dont need to do that!


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(Officers enter the scene)

OFFICER

Looks like you have quite a crowd here, maam.

WAITRESS

(in tears)

I dont know what to do. They wont leave. (Pointing to Demonstrators)

And they wont leave them alone. (Pointing to HECKLERS)

OFFICER

Well, I think we can handle it from here.

(speaking to HECKLERS)

You fellows run along.

DEMONSTRATOR:

I just want to order a cup of coffee.

WAITRESS:

And I told you I cant serve blacks here.

OFFICER:

Well handle this.

(speaking to DEMONSTRATOR)

You are under arrest for trespassing.

WAITRESS:

I dont know what this world is coming to. I just dont know.


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I. LESSON PLAN MODIFIED FOR GIFTED AND TALENTED

Manchester College



Lesson: Freedom Rides





Performance Objectives: The students will write a song verse about the freedom rides protests

in the civil rights movement using the handout as a reference with 100% participation.

The students will perform their verses for the class and teacher with 100% participation.

The students will answer questions on an infographic in their textbook with 90% accuracy.

Assessment: The students will turn in their song to the teacher where she will review it for

participation. Next while the students are performing their verses the teacher will have a checksheet to mark off which students are participating. Lastly the teacher will have the students turn

in their answers to the infographic where she will look over it for 90% accuracy.

Advanced Preparation by Teacher: The teacher will need to create a PowerPoint about

freedom rides so that the students will know a little more about freedom rides before they write

their songs. Next the teacher will need to create the handout about the sample freedom songs.

Lastly the teacher will need to have a check list to check off participation from students during

the song.

Procedure:

Introduction: Hello class, yesterday we learned a little bit about sit-ins and the impact

that they had in the Civil Rights Movement. Today we are going to learn about the freedom

rides. Can someone tell me what freedom rides are? (Blooms: Knowledge) Very good! Right

now we are going to watch a YouTube video on John Lewis. He was an African American who

participated in freedom rides. Later on you are going have a chance to write a song verse that

they might have sang on the freedom rides.


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Step-by-Step:

1. At the beginning of the period the teacher will have the students put everything away andthe students will watch a short two minute YouTube video on John Lewis, a man who

participated in the freedom rides in 1961. (M.I. Visual-Spatial)

2. After the video the teacher will ask the students what they thought of the video clip andwhat they think the freedom ride meant to John Lewis. ( M.I Verbal-Linguistic)

3. After the discussion the teacher will ask the students to get out their notes for thePowerPoint.

4. During the presentation I will ask question like What did the people who participated infreedom rides hope to accomplish? (Bloom: Analysis) Why did the freedom rides lead to

violence? (Bloom: Analysis) Do you think that you would have participated in a

freedom ride during the Civil Rights Movement? (Bloom: Evaluation)

5. During the presentation the students are expected to take notes. (M.I. Verbal/Linguistic)6. After the PowerPoint, have the students put their notes away. At this time break the

students into groups.

7. Once they are broken into groups, hand out the teacher created handout on freedom ridersongs examples.

8. When they have the handout explain, Here is handout that has different versus of songsthat people on the freedom rides use to sing. I want you to write your own freedom ride

verse to a song. Everyone in your group needs to participate in writing the verse and

afterwards everyone needs to present their verse to the class. I will have a check list to

make sure you do participate. You can do it in any musical style that you want such as

rap, country, rock or gospel. Have fun with this and just do your best. (M.I. Musical)

(M.I. Interpersonal)9. After the explanation the students will work on writing their verse. During this time the

teacher will walk around and be checking on the groups to make sure they are staying on

task.

10.After the students are done writing their verse they will have some time to practice. Atthis time the teacher will walk around to see if the students have any questions.

11.After the students are done practicing, all the students will return to their seats and theteacher will choose one group to go first.

12.The first group will present their verse and the teacher will have her check list where shewill check off the students who participated. (M.I. Musical)

13.After the first group goes the second group will go and so on until all the groups havegone.

14.Once all the students have gone the teacher will ask all the students to sit back down andget out their textbooks.

15.Tell the students, You all did a really good job on all of your songs. Now on page 591 inyour textbook you will see an infogaphic about Riding for Freedom. I want you to read it

and do the two questions at the end. Be sure to think this through because you will be


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turning it in for a grade. The questions at the end are Why do you think the freedom

riders chose the route that they did? (Bloom: Analysis) Do you think they anticipated

the opposition they encountered? (Bloom: Evaluation) (M.I. Intrapersonal)

16.As they are reading and writing the answers they teacher can walk around to see if thestudents have any questions

17.If the students are done with it before the period they can turn it in, if not then they willneed to turn it in next period.

Closure: Today we learned about freedom rides and how they helped led desegregation of

interstate public transportation and related facilities in the South. You all got a chance to

write and sing a verse that riders on the buses might have sang. Tomorrow we are going to

look at more protests and confrontations; especially theLetter from Birmingham Jail by

Martin Luther King Jr.

Adaptations/Enrichment:Gifted and talented students should be assigned different work, not more work. One

modification I could make for gifted and talented in this lesson is to have these students

act as the leaders in their groups for writing their verses. This would allow the students to

practice their leadership skills and give them some more responsibility and challenge then

the other students.

Also gifted and talented should be given the opportunity to explore a subject more. If I

have a gifted and talented student who is really interested in this topic then I can tell them

to read the book, Freedom Riders: John Lewis and Jim Zwerg on the Front Lines of the

Civil Rights Movement. This short story shares the lives of two men, one white and oneblack, who participate in the Freedom Rides together. I would want the student to pay

attention to the similarities and differences between the two men and then I would have

them report their findings back to the class. This gives the student to have a more in-

depth study of the subject.

Some gifted and talented students are very creative and talented and need to be

challenged more in their creativity. For this lesson instead of having these students just

write one verse to a song I could have them write an entire song. This would make them

really have to think and use their creativity. This enrichment would be really good for a

student who is gifted and talented in music as well. The activity might even give the

student a chance to bring in an instrument to help them perform their song for the class.


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Self Reflection:

Was the entire class period taken up or did I have time left over?

Did the students like the song?

Were some students uncomfortable with singing in front of class or did they seem to think it was

fun?

Did the groups work well with each other?


Lesson Idea from:




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FREEDOM RIDE SONGS

Stand up and rejoice, a great day is here.

Were fighting Jim Crow and the victry is near.

Hallelujah, Im a-traveling, hallelujah, aint it fine?

Hallelujah, Im a-traveling down freedoms main line.

Aint gonna let segregation turn me around,

Turn me around, turn me around

Aint gonna let segregation turn me around,

Gonna keep on walkin, keep on talkin,

Gonna build a brand-new world.

If you miss me at the back of the bus, and you cant find me nowhere,

Come on up to the front of the bus, Ill be ridin up there.

Ill be ridin up there, Ill be ridin up there.

Come on up to the front of the bus, Ill be ridin up there.

Only thing that we did right

Was to organize and fight.

Keep your eyes on the prize, hold on, hold on.

Keep your eyes on the prize, hold on.


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J. LESSON PLAN MODIFIED FOR BEHAVIOR DISORDERS

Manchester College



Lesson: King Campaigns in Birmingham



Academic (IN State) Standards: USH.7.2. Summarize main ideas of Rev. Kings I Have a

Dream speech and Letter from Birmingham Jail.

Performance Objectives: The students will write down answers to questions about the Letter

from Birmingham Jail with a partner after listening to the teacher read the letter with 80%

participation.

The students will share with their class the answer that they came up with about the Letter from

Birmingham Jail with 100% participation.

The students will write a journal entry about what they think about the Letter from Birmingham

Jail with 100% participation.

Assessment: The students will each need to write out the answers to their assigned questions

even though they are working with a partner because both group members will turn it in so the

teacher can check for accuracy. Each group will need to share their answers to their assigned

questions to the whole class. The teacher will have a check list to mark off participation. Lastly

after the students are done writing their journal entries they will turn them into the teacher so she

can check for participation.

Advanced Preparation by Teacher: The teacher will need practice reading the Letter from

Birmingham Jail for the students to listen to. Also the teacher will need to print out and make

copies of the Letter from Birmingham Jail and the questions that go along with it. Lastly theteacher will need to have a check list to check off participation from students during their sharing

time with the class.

Procedure:

Introduction: Hello class, yesterday we learned about freedom rides and how they

helped led desegregation of interstate public transportation and related facilities in the South.


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Also you all got a chance to write and sing a verse that riders on the buses might have sang.

Today we are going to listen, read, and answer questions about the primary source, Letter from

Birmingham Jail. Can someone tell me what a primary source is? ( Bloom: Knowledge) Good a

primary source is something that was written at that time period. Who here knows who wrote

Letter from Birmingham Jail? (Bloom: Knowledge) Correct, Martin Luther King Jr. wrote

Letter from Birmingham Jail when he was arrested and thrown in jail in Birmingham,

Alabama. I really want you to pay attention when I read this letter, try to put yourself in Dr.

Kings shoes and try to feel what he felt when he wrote this.

Step-by-Step:

1. At the beginning of the period the teacher will have the students put everything away andjust get out a pencil or pen out. At this time the teacher will be passing out the Letter of

Birmingham handout and questions.

2. Once all the students have a handout the teacher will begin reading the letter. At this timethe students will be expected to underline key sentences and points in the letter. Theteacher will explain that highlighting these key points will help them answer the

questions later. ( M.I Verbal-Linguistic)

3. After the teacher is done reading the letter she will break the students up into pairs.4. Once the students are with their partners explain Now that I have broken you up in pairs

I am going to assign each group a set of questions that you each are going to need to

answer on a sheet of paper. Once you are done answering your questions you are going to

need to present your answers to the rest of the class. (M.I. Interpersonal) (M.I. Verbal-

Linguistic)

5. When the students are answering their questions the teacher will walk around the room tomake sure that everyone is staying on task. Also she will be walking around the room to

check to see if any of the students have any questions.

6. Once everyone has answered their questions she will have the students arrange their deskin a circle around the room.

7. Once all the desks are in a circle she will ask for the students to sit down next to theirpartner.

8. After they are sitting the teacher will start with the first group that had the first set ofquestions and will ask them to present their answers. At this time the teacher will make

sure she has her check list out to make sure she marks off participation. (M.I.

Interpersonal) (M.I. Verbal-Linguistic)9. After everyone in the group has gone she will open the classroom up for discussion. At

this time she will ask if anyone has any opinions or would like to add to someones

question. At this time the teacher will act as a moderator. She will make sure the

discussion in taking a forward motion and might ask additional questions to keep the

conversation going.


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10.Once the discussion is over the teacher will have the students put the desks back the waythey are.

11.The teacher will then pick up all the answers to the questions and will ask the students toget out another sheet of paper.

12.Once the students have out their sheet of paper the teacher will explain, Today we havelearned a lot about the Letter from Birmingham Jail. You had a chance to here other

students opinions and to discuss things with a partner. Now I want you to write a half a

page journal entry about what you thought of the letter. I will not be grading on spelling

or grammar, but do make is legible please. If you get done with if now you can turn it in,

if not please turn it in for next class period, thanks. (M.I. Intrapersonal)

Closure: Today we learned about Dr. Kings Letter from Birmingham Jail. This is really

important because it was a primary source and primary sources are the key component to

understanding history. I hope that you understood the key points that Dr. King was trying tomake in this powerful letter. Next class we are going to look at the impact that television and

the media had on the Civil Rights Movement.


Working with a partner should help keep frustration levels low for a student with an emotional or

behavioral disorder because the work load is shared. They also can communicate their ideas in a

smaller, less intimidating setting instead of in front of the entire class.

I will carefully select the partners for the student with an emotional or behavioral disorder to help

the student feel comfortable and to help manage his/her frustration levels and maybe place themwith someone who would be more comfortable presenting the answer in front of the class.

The journal entry will be beneficial to students with emotional disorders because they can act as

an outlet that allows them to put their thoughts and feelings on paper.

Self Reflection:

Was the class listening when I read the letter or were they not paying attention?

Did the students seem to work well with their partner or was one doing most of the work while

the other just sat there?Were some students uncomfortable with presenting the answers in front of class?

Did the students stay on task when writing their journal entries?


Lesson Idea from: Stanford University Education Site


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Questions about Letter from Birmingham Jail

Group One

What are Kings reasons for being in Birmingham? (Bloom: Analysis)

How does King answer to the charge of being an outsider? (Bloom: Comprehension)

Group Two

The line in bold print is considered one of the Kings most famous quotes. What does this

mean for individuals who have ignored the issues of Birmingham? (Bloom:

Comprehension)

What does this mean today for each of us living in the United States? (Bloom:

Application)

Group Three

What are the four basic step of nonviolent direct action? (Bloom: Knowledge)

For each of the steps state the example in Birmingham. (Bloom: Comprehension)

Can you think of another historical (local, national, global) Example of nonviolent

protest which followed these steps? (Bloom: Application)

Group Four

Why did King and others decide to delay their actions? (Bloom: Analysis)

Group Five

What does King mean by constructive nonviolent tension and how does he define its

goal? (Bloom: Comprehension)

Group Six

The above paragraph in bold is another of Kings most well known statements. Choose

an example from United States history which represents the painful experience that

freedom is never voluntarily give by the oppressor. Choose an example which illustrates

his point that justice too long delayed is justice denied. (Bloom: Application)


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Group Seven

List the injustices and choose three to compare to the Bill of Rights and/or the UDHR.

(Bloom: Knowledge) (Bloom: Comprehension)

Group Eight

King describes two types of law, just and unjust, how does he define each? (Bloom:

Comprehension)

Can you give other examples in the present of unjust laws you feel a moral obligation to

disobey? (Bloom: Application)

Would you be willing to accept the consequences? (Bloom: Evaluation)

What are the effects of segregation? (Bloom: Application)

Group Nine

Do you need to obey a law you did not participate in creating? (Bloom: Evaluation)

Most of you are under 18, do you need to live by a law you did not participate in making?

(Bloom: Evaluation)

Residents in a country, should they obey laws they did not participate in creating?

(Bloom: Evaluation)

Group Ten

Breaking an unjust law lovingly? Could you get to this state? (Bloom: Evaluation)

Why does he think this would be an expression of respect for the law? (Bloom: Analysis)

What if his actions do not arouse the conscience of the community? (Bloom: Evaluation)

What is worth it? (Bloom: Evaluation)

Group Eleven

What does King warn will happen if the Negro Community is not allowed to demonstrate

through nonviolent actions? (Bloom: Knowledge)


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Group Twelve

Why does King welcome the label extremist? (Bloom: Analysis)

What is your favorite quote? (Bloom: Evaluation)

How can you connect this to you life or issues in your community today? (Bloom:

Evaluation)


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K. LESSON PLAN MODIFIED FOR AUSTISM

Manchester College



Lesson: New Voices for African Americans





Performance Objectives: The students will write a journal entry about black power with 100%

participation.

The students will create a timeline about the civil rights movement given a list of events with

90% accuracy.

Assessment: After the students are done writing their journal entries they will turn them into the

teacher so she can check for participation. Also the students will turn in their timelines to the

teacher where she will check for 90% accuracy.

Advanced Preparation by Teacher: The teacher will need to create a power point about

material over Malcolm X and black power. Also she will need to create and make copies of the

requirements that the timeline will need to have on them.

Procedure:

Introduction: Hello class, yesterday we learned about Dr. Kings Letter from

Birmingham Jail. Today we are going to learn about people who chose not to necessarily follow

the nonviolent protests of Dr. King. We are going to watch a little video about the 1968

Olympics. Something very interesting happened there. (Watch YouTube video) Has anyone here

ever heard about his event prior to this? (Bloom: Knowledge) Well we are going to learn a little

more about this event and the events that lead up to it today. Later on I am going to have you do

an overall timeline of the Civil Rights Movement.


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Step-by-Step:

1. Have the students put everything else away except for their notes. During this time I willget the PowerPoint presentation up and running.

2. During the presentation I will ask question like Why did Malcolm X call for an end tointegration? (Bloom: Application) Why were many Americans afraid of black power?(Bloom: Evaluation) How did the Black Panthers influence African American culture?

(Bloom: Analysis)

3. During the presentation the students are expected to take notes. (M.I. Verbal-Linguistic)4. After the PowerPoint presentation students will get out their journal and answer this

question in it How did the concept of black power differ from Martin Luther King

Jr.s approach to civil rights? (Bloom: Analysis) (M.I. Intrapersonal)

5. After the students are done with their journal entries, the teacher will pass out the handouton the timeline.

6. Once the students all have the handout the teacher will explain, Ok class now that weare almost done with our Civil Rights Movement I want you to do a timeline over the

major events that happened during this time. On the handout are the events that you need

to make sure you include. For each event you need to write down the date and a few

words describing what happened. You can also draw a little picture if you would like.

For example On the March of Washington event you can draw the Washington

Monument. You will be graded on making sure you have all the event on the worksheet

and on neatness. You also will be able to earn some bonus points for creativity. (M.I.

Logical-Mathematical) (M.I. Visual-Spatial)

7. After the teacher as explained the handout the students will be allowed to get up and getthe supplies they need.

8. Once the students have their supplies they will have the rest of the class period to workon their timeline. At this time the teacher will walk around the room and check to make

sure the students are staying on task and to answer any questions the students might have.

9. At the end of the period the students will need to put everything away and turn in theirtimeline. If the students are not finished with their timelines then they can take it home

and work on it and turn it in next period.

Closure: Well today we learned about the different approaches that some African Americans

took to try and win their rights. Malcolm X was to many a major leader in the Civil Rights

Movement. As you can tell by your timelines that you made the Civil Rights Movement hadmany important and everything sort of built on the next. It is important to realize those events

and how they happened because if a lot of them had not happened the way it did the Civil

Rights Movement probably never would have happened.


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I will explain everything that we will be doing that day way in advance so that there will be no

surprises and that will eliminate the student from getting upset or confused.

I can hand the student a copy of the PowerPoint so that they will not have to worry about writing

it down, but instead they can just focus on the teacher.

The handout about what needs to be on the timeline will help an autistic student know what

exactly needs to be on the assignment and will help them focus on the task at hand.

Also I can have another student get the materials the autistic student needs for their timeline so

that the student does not have to get up from their assigned seat in order not to disrupt the

students need to be in a familiar setting.

Self Reflection:Did the students like the YouTube video at the beginning of the lesson or did it seem to confuse

them?

Were the students paying attention to the lecture and writing notes?

Did the students seem to understand the timeline directions or were they confused by them?

What went really well?



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CIVIL RIGHTS TIMLINE

Here is the list of events that you need to make sure you include in your timeline. You need to

have all these events on your timeline to get full credit. Neatness does count and creativity canearn you bonus points. You will need to use your notes and textbook to find the dates of the

events.

Rosa Parks refused to give up her seat to a white man

Brown v. Board of Education

Sit-in at Woolworths lunch counter

Congress Malcolm X was shot

NAACP was founded

CORE freedom ride

Dr. King was thrown into Birmingham Jail

March on Washington

Bloody Sunday

Desegregation of Central High in Little Rock, Arkansas

Voting Rights Act

Martin Luther King Jr. was assassinated

Jackie Robinson joined the Brooklyn Dodgers

Congress passed the Civil Rights Act of 1964

Olympic Protest by Tommie Smith and John Carlos

Congress passed the Civil Rights Act of 1957


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L. LESSON PLAN MODIFIED FOR INTELLECTUAL DISABLITY

Manchester College



Lesson: New Legislation Guarantees Voting Rights





USH.9.6 Formulate and present a position or course of action on an issue by examining the

underlying factors contributing to that issue.

Performance Objectives: The students will complete the question on the first Voting Rights

worksheet using their textbook as a guideline with 80% accuracy.

The students will have a debate about the voting rights of felons using their Voting Rights

worksheet as a guide with 100% participation.

The students will complete the second Voting Rights worksheet questions using their textbook

and class debate as a reference with 80% accuracy.

Assessment: The students will turn in their question to the first Voting Rights worksheet to the

teacher for her to examine 80% accuracy. Also after the students have finished their debate they

will turn in their second Voting Rights worksheet so that the teacher can check for 80%

accuracy. Lastly the teacher will have a check off list for the debate portion of the class so she

can check off participation

Advanced Preparation by Teacher: The teacher will need to create a PowerPoint about

material the Voting Rights Act of 1965. Also she will need to create and make copies of the two

Voting Rights worksheets. Lastly she will need to make sure she has a list of all her students on a

clip board so she can check off their name during the debate portion of the lesson.


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Procedure:

Introduction: Good day class! Last time we learned about Malcolm X and other African

American groups that took a more radical approach to the Civil Rights Movement. Today we are

going to discuss the Voting Rights Act of 1965. This was a good hurdle that the Civil Rights

Movement had managed to jump over. But also we are going to talk about another Voting RightsIssues that can be more applied to today. Does anyone here know of the big debate about letting

ex-convicts vote? (Bloom: Knowledge) Well it is a topic of debate and you all are going to be

able to have a class debate about the issue.

Step-by-Step:

10.Have the students put everything else away except for their notes. During this time I willget the PowerPoint presentation up and running.

11.During the presentation I will ask question like How many laws prior to the VotingRights Act of 1965 were created for African Americans in mind? (Bloom: Knowledge)What do you think was the result of the diversity rate of voters after the act was passed in

1965? (Bloom: Application) What happened to the African American elected officials

representation after the act was passed? (Bloom: Knowledge)

12.During the presentation the students are expected to take notes. (M.I. Verbal-Linguistic)13.After the PowerPoint presentation students will put away their notes and get out one sheet

of paper. At this time the teacher will hand out the first worksheet on the voting rights

timeline

14.Once the student have the teacher will begin, Living in America means that we havecertain rights. One of the basic rights that we have is the ability to vote for our elected

officials once we reach the age of eighteen. As many of you know this was not always thecase. When America was first founded the only people allowed to vote were wealthy,

white, men. Over time the right to vote in the United States was extended to more people

over time. This worksheet shows a timeline to show when certain groups of people got

the right to vote. After looking over the worksheet I want you to answer the question,

How can the government ensure fair and free suffrage in America? You will need to

write at least a half of page and turn it in to me after you are done. Remember to pay

attention to spelling and make sure it is legible. ( M.I. Intrapersonal) (M.I. Verbal-

Linguistic) (Bloom: Synthesis)

15.Once all the students have turned in their paper they will need to put their desks in onelarge circle. At this time the teacher will be handing out the second Voting Rights

worksheet.

16.Once everyone as a worksheet the teacher will begin, As you could see from the otherworksheet a lot of people were not giving the right to vote and had to fight for it. Now

you would think that everyone in the United States today had that right to vote as long as

they are of legal age and sound mind, but this is not the case. There is a large debate

about whether or not we should allow ex-convents to vote. Some people think that they


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have every right while others believe they have lost that privilege. I want you to look

over the worksheet I have just handed you and look at the two quotes on there. They have

very opposite views from each other. ( Give students a chance to look over it) Ok now

that you have looked over it I want us to have a class debate on whether or not you

believe ex-convicts disserves the right to vote. Now it is very important to realize that we

need to respect everyones opinion. Remember to take turns and not to interrupt anyone

who is speaking. I will be checking off for participation points so I expect everyone to at

least say something it you want your credit for this assignment. Ok who would like to

begin? (M.I. Interpersonal) (M.I. Verbal-Linguistic)

17.At this time the teacher will be monitoring the debate. It is her job to make sure thateveryone is fair to one another and that the discussion keeps moving along.

18.Once the debate seems to be coming to a close the teacher will say, Very good debate Iwas glad to see a lot of different opinions. Now on that worksheet I gave you, there are

some questions I want you to answer for next class period. I want you to take into

consideration everything we talked about today when you answer them.

Closure: Today we got a chance to learn about a very important accomplishment in the Civil

Rights Movement, the Voting Rights Act of 1965. This act allowed African Americans the

right to vote officially. Also you realized today that voting rights is still very much part of

todays society. You all had a chance to debate whether or not you think ex-convicts should

be allowed to vote. This is important because the decisions we make today, like that of ex-

convents right to vote, are ones that will affect generations down the road; just like the

Voting Rights Act of 1965 had a huge impact on the African American population in the

south. Tomorrow we are going to wrap up our Civil Rights Unit. We are going to learn aboutwhat happened at the end and how it all ties together.


Students with an intellectual disability can be given the PowerPoint and a set of notes so that

they are not worrying about writing them down. The notes can be the teachers notes or notes

from a possibly another student or teacher aid.

Also these students can work with a partner for the first worksheet. This will allows them to be

able to talk about their answers with another peer and maybe get some new ideas they did not

think of.

During the debate the teacher needs to make sure that, that student is called on when they have a

comment. Also explain to the student that during the debate they are allowed to speak their

opinion and that there is no ri

Documents

Civil Rights Unit Plan